Achievement Motivation as an Internal Factor of Student's Personality

Development

Olga Tapalova

Kiev National University named after Shevchenko, Ukraine

Abstract

This article presents the results of scientific

studies on achievement motivation and self-

actualization features among students of

humanitarian and economic specialties in the

learning process. Analysis of these results shows that the optimal level of achievement motivation

increases the level of self-actualization. Students

with a strong achievement motivation tend to reveal

and develop personal potential.

The significance of this study is that the revealed

interrelations between achievement motivation and

self-actualization level of students allows us to

conclude that a high level of achievement motivation

is a stimulus for students’ self-actualization.

1. Introduction

Achievement motivation is a stable disposition,

which is shown in an aspiration to implement

meaningful activities to human in the best degree.

Such aspiration of individual intensifies the

disclosure of the personality’s best features.

Achievement motivation is linked to the man’s desire to maintain the best achieved results at a high level

[1]. Achievement motivation occupies a leading

position in the personality structure and serves as a

basic concept for explaining the behavior of the

driving forces.

The aim of our study was to investigate

achievement motivation and self-actualization

features of students of humanitarian and economics

specialties.

Objectives of the study:

1. Identifying the level and characteristics of the

students' self-actualization. 2. Psychodiagnostic of motivational structure of

the students’ personality.

3. Study of achievement motivation among

students.

2. Literature Review

H. Heckhausen considers that to increase or

maintain the highest possible human ability to all

types’ of activities it is necessary to have

achievement motivation, which explains the focus of

action.

Motivation effects on how and in what direction

functional resources and abilities of the person, his

interests and aspirations will be used [2].

G. Murray assigns a special role to the needs to

achieve, which is treated as an overcoming obstacles,

achieving high standards, competition and

superiority over others, effort and victory. Murray

called the achievement motivation - a generalized

need [3].

D. McClelland considers the achievement

motivation as a steadily manifested need of

individual to succeed in a variety of activities, free from the socio-historical conditions as the root cause

of human behavior. In this case it is concluded that

the success of economic development of society

depends on "national level" of motive to achieve

success [4].

D. Ushakov believes that the achievement

motivation is a suitable candidate for the role of

strict, but fair mentor of abilities. There are two ways

of such influence: the first – people that are more

motivated by achievement should work harder to

improve their abilities, carry out intellectual training more often; the second – advantages of more

motivated examinees may appear in the process of

intellectual activity, particularly in testing where they

will show superior results. This implies that increase

of intelligence should be expected from the people,

who are more motivated by achievement [5].

M. Magomed-Eminov considers the achievement

motivation as a functional system of together

integrated affective and cognitive processes that

regulate the process of working in a situation of

achievement throughout the course of its

implementation [6, 7]. Self-actualization in modern science is

understood as a conscious human activities aimed at

the maximum possible disclosure and use of his

potential for the benefit of society and himself.

Currently more common is "syncretic" model of

human behavior, showing its merger with the mass

phenomena in culture. That is why today motivation

for self-realization, self-actualization in society is

especially important. The concept of self-

actualization is based on a theory of motivation

developed by Maslow, which suggests that the system of human motivation has the form of

hierarchically ordered system in which the value of

self-actualization becomes the highest purpose in

life, the meaning of human life [8].

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3. Experimental base

Students of Kazakh National Pedagogical

University named after Abay and Kazakh Academy

of Labour and Social Affairs in Almaty had

participated in the research.

The selection for the first group included students

of humanities – psychologists of 2nd and 3rd courses.

The selection for the second group included students

of economics – managers of 2nd and 3rd courses.

Total number of examinees was 60 people, each

group consisted from 30 students (35 male and 25

female). Age of respondents – 17 to 22 years. Period of the pilot study covers 2011 – 2013 years. The

survey was carried out on a voluntary basis in the

group form.

4. Research methods.

1. Personality questionnaire for the self-actualization diagnostics "SAMOAL" (modification

of POI questionnaire by N. Kalina and A. Lazukin,

created by E. Snowstorm) [9].

2. "Diagnostics of personality’s motivational

structure" methodology by V. Milman [10].

3. The method of achievement motivation

diagnostics by A. Mehrabian’s modified by M.

Magomed-Eminov [7].

Using self-actualization diagnostics "SAMOAL"

we identified the level and peculiarities of self-

actualization, along with the behavioral component of consciousness of studied personality. Examinees

were asked 100 paired statements, from which they

had to choose one, spread over 11 scales.

Use of "Diagnostics of personality’s motivational

structure" methodology by V. Milman identified

some consistent trends of students’ personality. Such

as – total activity, communication, social status,

comfort.

By analyzing responses of students we identified

working and daily motivational orientation of the

student’s personality. According to the instructions of this methodology, we have offered students 14

statements concerning the life and aspirations of

certain aspects of a person's lifestyle. Examinees had

to express their attitude to them for each of the 8

different answers in the affirmative or negative.

The method of achievement motivation

diagnostics by A. Mehrabian’s modified by M.

Magomed-Eminov intended to diagnose two

generalized stable motives of personality: motive of

striving towards success and motive of avoiding

failure. The method evaluates which of these two

motives dominates. Test represents a questionnaire that has two forms - male (form A) and female

(Form B).

Students received the stimulus material, given a

certain time. The obtained results have been

processed. For each answer the student gets a certain

number of points. Scoring was carried out using a

keys and simple summation.

Statistical analysis was performed using

correlation, factor analysis; the Mann-Whitney (U)

test was used.

4. Results and Discussion

There are average values that have been obtained

in the result of research of level and characteristics of

the students' self-actualization are shown in Table 1.

Table 1. Features of the self-actualization of

examined students

Sca-le

GP (n=30) FM (n=30) U

M±m σ M±m σ

TO 12± 1,56

5,42 13± 1,42

7,00 9786

V 13± 1,55

5,41 12± 1,37

5,67 9846

VHN 15± 1,48

4,32 11± 1,31

6,78 8846

NC 13± 1,64

4,56 13± 1,56

6,22 1009

8

C 12± 1,23

4,76 14± 1,88

5,33 8796

A 12± 1,63

5,67 12± 1,67

5,09 1092

7

S 13± 1,54

5,28 11± 1,89

7,67 9678

SU 13± 1,60

5,56 10± 1,35

7,05 9893

AS 12± 1,60

7,03 12± 1,45

6,28 8845

S 15± 1,59

7,45 15± 1,78

4,45 2678

FC 14± 1,60

6,03 15± 1,98

3,67 9765

Note: GP - a group of psychologists; GM - a group of managers; M ± m - mean ± standard deviation; σ-median; U - the Mann-Whitney test; TO - time orientation; V - values; VHN - view of human nature; NC - need for cognition; C - creativity; A - autonomy; S - spontaneity; SU - self-understanding; AS - autosympathy; S – sociability; FC - flexibility in communication.

Both groups showed equally good results

according to the index of "time orientation" (12 and

13). This suggests that students try to live in the

present, they are well aware of the existential value

of life "here and now", enjoy the present moment.

"Value" index is at the same level for psychologists

and managers almost (13 and 12). The data obtained

indicate that examined, students tend to become self-

actualizing person. Values such as truth, goodness,

beauty, integrity, lack of double standards, the procedure for them are very valuable. Poor results on

this scale indicate the absence of established values

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or presence of disappointment, about the lack of

interest. Averages on a scale of "view of human

nature" were high for students of psychology (15),

for managers are much lower (11). High scores

indicate that students in the humanities believe in the

strength and power of people and it is the basis for establishing sincere and harmonious interpersonal

relationships. Lower results from students of

economics have shown differences against trust in

people, which explains the difficulties in

communicating with people, deny of person’s ability

to a harmonious relationship built on mutual respect,

honesty and sincerity. Indicators in terms of "need

for cognition" showed the same mean (13/13). The

data demonstrate the desire of students to self-

actualization, testify openness to new knowledge. On

a scale of "creativity" scores were higher among

managers (14), which show the creative attitude towards life. On a scale of "autonomy", both groups

showed similar mean scores as a result of testing

(12/12). The scale is indicator of psychological

health. Self-actualizing person is autonomous,

independent and free, but it does not mean alienation

and loneliness. According to the "spontaneity" mean

is (13/11), high scores from students of psychology

high scores indicate the confidence and trust to the

world. Spontaneity is related to such values as

freedom, naturalness, game, and ease without effort. In terms of "self-understanding" high average values were obtained in students of psychology and it

indicates their sensitivity to human desires and

needs. Lower scores are peculiar to people who

oriented to the opinions of others. On a scale of

"autosympathy" average values are the same for both

groups (12/12). This suggests that students have low

anxiety which is the natural basis of psychological

health and integrity of the individual. On a scale of

"contact" the highest average scores had been

received (15/15). On a scale of "contact" the highest

average scores (15/15) had been received. This

testifies the sociability of individual, ability to establish strong and friendly relations with others.

On a scale of "flexibility in communication" mean is

(14/15), the data shows a lack of social stereotypes.

Students can easily communicate, consider

themselves attractive and interesting. The results of

study of individuals’ of motivational structure

showed information that characterizes the work and

daily orientation of the student. Comparative

characteristics of the data presented in Table 2.

Table 2. Average values for work and

daily orientation of the student’s personality

Sca-le

GP (n=30) FM (n=30) U

M±m σ M±m σ

1 22,5± 0,23

1,78 24,38± 0,27

1,69 687

2 18,7± 0,26

2,00 21,90±0,45

2,84 949,5

3 19,2± 0,32

2,46 24,23±0,29

1,86 878,5

4 24,1± 0,32

2,47 21,20±0,36

2,29 769,5

5 18,0± 0,20

1,58 23,43±0,25

1,55 807,5

6 20,3± 0,24

1,86 21,65±0,33

2,11 565

7 20,7± 0,22

1,72 23,33±0,22

1,37 987

Note: GP - a group of psychologists; GM - a group of managers; M ± m - mean ± standard deviation; σ-median; U - the Mann-Whitney test; 1 - life support; 2 - comfort; 3 - social status; 4 - communication; 5 - overall activity; 6 - creative activity; 7 - social utility.

Daily motivational orientation consists of the first

four indicators 1-4. Motivational profile of

psychologists group on a scale "life support" showed

the mean value of (22.5) whereas managers got

(24.38). Received ratio expresses their relation to

material goods and health. Students recognize that

the attitude to work is a necessary achievement,

which demonstrates a high level of motivation. The results in terms of "comfort" are following

(18.7/21.90). Examined students spoken in favor of

conflict avoidance. Students in both groups wish

leisure and entertainment, and want to work in a

good friendly team. Average values on a scale of

"social status" were as follows - (19.2/24.23): Group

of managers believes that it is necessary to work hard

to get a good job, strive for a healthy careerism, and

expressed a desire to have authority and respect with

others. By the fourth scale "communication" students

showed a high level of communication (24.1/21.2), the desire to have a lot of friends, expressed

optimism and aspiration to have a good family. Working motivational orientation was determined

according to the 5-6 scale. Data on the scale of "total

activity" (18.0/23.43) indicate pragmatism of

students of economics against the motivation of

gaining knowledge, wealth and learning. This is

reflected in the desire to obtain a good job, position,

and desire to show their organizational skills. The

sixth scale "creative activity" (20.3/21.65) results

express the following trends: the desire to invent a

new, constantly improve, to have a job of a creative nature, strive for success and achievements. All these

trends are noticeable in both groups. By the sixth

scale "social utility" (20.7/23.33), the results indicate

the desire to engage in work that will benefit all. It

should be noted that the examinees of both groups

wanted to acquire respect, recognition and gratitude

of others.

At the third stage of the study to diagnose

achievement motivation the resulting tendency of

motivation was measured according to the

Mehrabian’s test-questionnaire. That is the degree of predominance of one of these motives - striving to

Literacy Information and Computer Education Journal (LICEJ), Volume 5, Issue 1, March 2014

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achieve or avoidance of failure. High indicators on

the test indicate that the desire to achieve success

more pronounced than the avoidance of failure, low -

on the contrary.

Information which was obtained during the study

indicates the predominance of a high level of achievement motivation in both groups. The results

show that subjects with an average level of

motivation have a stable level of interest in life.

Respondents with poor motivation prefer law or,

conversely, too high risk. The higher the person's

motivation to succeed - the goal, the lower the

willingness to take risk. At the same motivation to

success affects the hope of success: with a strong

motivation to succeed hopes for success are usually

more modest than for weak motivation to succeed.

Those who are highly motivated to succeed and have

a high willingness to take risks, less likely to get into accidents than those who have a high willingness to

take risks, but the high motivation of avoiding

failures (protection). Conversely, when a person has

a high motivation for avoiding failures (protection),

it prevents the motive to success - achieving the goal. During the study the following data was obtained

(Table 3):

Table 3. Levels of achievement motivation among students

Level GP GM

Qty % Qty %

low 3 10% 2 7%

average 15 50% 13 43%

high 12 40% 15 50% Note: GP - a group of psychologists; GM - a group of managers.

The data obtained indicate that among students of

psychology indicators are following: a low level of

achievement motivation - 10%, average 50% level of

motivation and a high level of achievement

motivation - 40%. Results of the study group of

managers on achievement motivation gave the following results - low level of achievement

motivation -7%, the average level of motivation -

43% and a high level of motivation to achieve 50%

(Figure 1).

Figure 1. Levels of achievement motivation

among students

5. Conclusion

The following conclusions were drawn in the

result of this study:

1. Study of achievement motivation, its level and

peculiarities is important in terms of identifying

potential opportunities for the development of

personality.

2. In the student age achievement motivation generates and promotes harmonious development of

human personality.

3. Daily sphere plays a leading role in supporting

the formation of motivational orientation and work

sphere - in developing motivational orientation.

4. Study of achievement motivation and

personality characteristics of students revealed

aspiration to increase motivational orientation.

Students with an average level of motivation have a

stable high level of knowledge and cognitive interest.

5. The higher person's motivation to succeed - the

goal, the lower the willingness to take risks. Those who are highly motivated to succeed and have a high

willingness to take risks, less likely to get into

accidents than those who have a high willingness to

take risks, but the high motivation of avoiding

failures (protection). Conversely, when a person has

a high motivation for avoiding failures (protection),

it prevents the motive to success - achieving the goal.

6. Modern students who have chosen the

humanitarian and economic professions are more

likely to believe in themselves and in their abilities,

they also believe in honest, sincere and mutually beneficial relationships with other people. Have a

good tendency to self-actualization.

6. References [1] Deci E.L., Ryan R.M., “The “what” and “why” of goal pursuits: Human need and the self determination of behavior”, Psychological Inquiry, 2000, pp. 227-268. [2] Heckhausen H., Motivation and Action 2nd Edition, Pedagogika, Moscow, 1986.

0

10

20

30

40

50

60

GP GM

low

average

high

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[3] Murray H.A. Toward a classification of interaction, Mass: Harvard University Press, Cambridge, 1951. [4] McClelland D., Motivation of the person, St.

Petersburg, 2007. [5] Ushakov D.V. Intelligence: Structural and dynamic theory, Publishing house “Psychology Institute of the Russian Academy of Sciences”, Moscow, 2003, p.264. [6] Burlachuk L.F., Korzhokova E.U., Psychology of life situations, Russian pedagogical agency, Moscow, 1998.

[7] Magomed-Eminov M.S. Achievement motivation: structure and mechanisms: Abstract of the thesis, prepared by candidate of psychological sciences. - Moscow, 1987 - 20 p. [8] Maslow A., The Farthest Reaches of Human Nature, Vlados, Moscow, 2007.

[9] Fetiskin N.P., V.V. Kozlov, G.M. Manuilov Socio-psychological diagnosis of personality development and small groups, Moscow, 2009. [10] Milman V.E. The method of studying the motivational sphere of the person, Moscow, 1990.

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